INDEX 245 BOY LABOUR AND APPRENTICESHIP CHAPTER I THE ESSENTIALS OF APPRENTICESHIP Originally the term "apprenticeship" was employed to signify not merely the practical training in the mysteries of a trade, but also that wider training of character and intelligence on which depends the real efficiency of the craftsman. Apprenticeship was regarded as a preparation for life, and not only as a preparation for the workshop. It is in this sense that the word is used throughout the present volume. In a volume concerned with any branch of social reform, and consequently likely to arouse differences of opinion, it is always desirable to start on good terms with the reader. This can best be done by beginning with assumptions the truth of which no one is likely to call in question. In dealing with the problem of boy labour and apprenticeship, it is not difficult to venture on certain statements which will receive the unqualified approval of all. An apprenticeship system worthy of the name must satisfy three conditions. First, it must provide for the adequate supervision of boys until they reach at least the age of eighteen. Before that age a lad is not fit to be his own master, and should remain at least to some extent under the control of elder persons. Such supervision must have respect both to his conduct and to his physical development. Secondly, an apprenticeship system must offer full opportunities of training, both general and special--the training of the citizen and the training of the worker. And, lastly, it must lead forward to some opening in the ranks of adult labour, for which definite preparation has been made, and in which good character may find reasonable prospects of permanent employment. Supervision, training, the provision of a suitable opening--these must be regarded as the three essentials of an apprenticeship system. How they may be assured is, no doubt, a problem which invites controversy; that they ought to be assured will be allowed by all. Further, it is perhaps allowable to assume that an apprenticeship system must not be regarded merely as a means of entering a skilled trade. We must not think of it as an organization reserved for a comparatively small section of the community: all must be brought within the sphere of its influence. All boys alike need supervision; all boys alike require some training; all boys alike should see before them, as manhood approaches, the prospects of an opening in some form of occupation where diligence and aptitude may receive its due reward. And all alike must one day play their part in the complex life of the State. We want some to be skilled workers; we want all to be intelligent and well-conducted citizens. Apprenticeship, then, using the word in its widest sense, must be universal. Here again, it is hoped, the reader may express his agreement.